The relationship of motivation with achievement in mathematics

Students’ motivations and attitudes influence their learning of and performance on assessments of school subjects, including mathematics. Relevant theories (e.g., self-determination, expectancy-value, self-efficacy, self-concept, and achievement goal theory) capture key motivational factors that are important to learning and achievement. The theories and related empirical studies that show how motivation factors relate to performance are comprehensively reviewed in this chapter. Generally, students who demonstrate greater self-efficacy and interest in mathematics, and those who value the subject more highly achieve better outcomes, although the relationships may often be modest. Correlational and experimental evidence for the association of motivation with achievement is presented with reference to longitudinal and cross-cultural comparisons, as well as to findings from international large-scale assessments, such as IEA’s Trends in International Mathematics and Science Study (TIMSS). Cluster analysis is one tool that may be used to understand the person-centered conditions that are most strongly associated with specific motivational factors related to TIMSS achievement scores.